To empower or oppress: approaching duality in educational histories

Keynes, M; Marsden, B

To empower or oppress: approaching duality in educational histories

Keynes, M

Marsden, B

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Publisher:: Emerald
Publication Type:: Journal Article
Citation:: History of Education Review, 2021, 50, (2), pp. 105-114
Issue Date:: 2021-10-05

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Field	Value	Language
dc.contributor.author	Keynes, M https://orcid.org/0000-0002-9687-8306
dc.contributor.author	Marsden, B
dc.date.accessioned	2022-07-01T21:35:18Z
dc.date.available	2022-07-01T21:35:18Z
dc.date.issued	2021-10-05
dc.identifier.citation	History of Education Review, 2021, 50, (2), pp. 105-114
dc.identifier.issn	0311-3248
dc.identifier.issn	0819-8691
dc.identifier.uri	http://hdl.handle.net/10453/158493
dc.description.abstract	Purpose: This paper introduces key themes and debates in education and educational history that engage education's complicity in injustice and violence, as well as those that continue to position education as a vehicle for positive change and possibility. The paper introduces the papers that comprise the special issue “Challenges of Contested Spaces: Constructing Difference and its Legacies in Educational History”. Design/methodology/approach: The paper canvasses pertinent historiographical, theoretical and methodological debates that shed light on education's dual capacity to empower and oppress. Findings: Papers in this collection reveal the many ways that agendas justified in the name of education, training and reform have often invoked that name as justification for actions that harmed, discriminated or oppressed, and yet also, how despite this, education can still be imagined as a space of possibility and transformation. Originality/value: The paper offers a summative introduction to the themes and papers of the special issue.
dc.language	en
dc.publisher	Emerald
dc.relation.ispartof	History of Education Review
dc.relation.isbasedon	10.1108/HER-06-2021-0021
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1303 Specialist Studies in Education, 2103 Historical Studies
dc.title	To empower or oppress: approaching duality in educational histories
dc.type	Journal Article
utslib.citation.volume	50
utslib.for	1303 Specialist Studies in Education
utslib.for	2103 Historical Studies
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Social and Political Sciences Program
utslib.copyright.status	closed_access	*
dc.date.updated	2022-07-01T21:35:17Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	50
utslib.citation.issue	2

Abstract:

Purpose: This paper introduces key themes and debates in education and educational history that engage education's complicity in injustice and violence, as well as those that continue to position education as a vehicle for positive change and possibility. The paper introduces the papers that comprise the special issue “Challenges of Contested Spaces: Constructing Difference and its Legacies in Educational History”. Design/methodology/approach: The paper canvasses pertinent historiographical, theoretical and methodological debates that shed light on education's dual capacity to empower and oppress. Findings: Papers in this collection reveal the many ways that agendas justified in the name of education, training and reform have often invoked that name as justification for actions that harmed, discriminated or oppressed, and yet also, how despite this, education can still be imagined as a space of possibility and transformation. Originality/value: The paper offers a summative introduction to the themes and papers of the special issue.

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http://hdl.handle.net/10453/158493